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Why Literacy? “…two factors within the control of the school can make a difference in the literacy experiences [ learning] of the young adolescents who attend them. Namely how we use instructional time and the consistency with which we implement literacy based instructional strategies” (Fischer and Frey, 2007).

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Intended Outcomes By the end of this workshop, you should: Apply the framework of gradual release. Apply literacy strategies that support the framework for gradual release. Create a plan to support implementation of the gradual release framework in our classrooms at Ellis.

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The sudden release of responsibility often times seen in secondary classrooms TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Direct Instruction “I do it” Independent “You do it alone” Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

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Content: Identify the purpose and characteristics of the gradual release framework through discussion Literacy: Analyze characteristics of each level of gradual release and identify instructional and literacy strategies that support each area Objectives

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Independent Learning: “You do it” Purpose For students to apply learning independently so that they become increasingly autonomous in their learning Direct Instruction Guided Instruction Collaborative Learning Independent Learning

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“Real Time Teaching” Text Directions: Save the Last Word for Me 1.Read text. Write a quotation from each section of the text you find interesting on one side of the card and why you find each quote interesting on the opposite side of the card. 2.Divide into four groups. The first person in each group shares one of his/her quotes but does not say why this interested him/her. 3.After everyone has taken about 1 minute to react/respond to the quote that was shared, the person who chose the quote wraps up the discussion with some final words about the quotation. 4.Discussion continues in this fashion for each section of the text. How could you use this strategy in your classroom?

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How prepared do I feel implementing and modeling the gradual release framework in my own instruction. Self-Assessment Very PreparedSomewhat Prepared Need More Support and Information I do it We do it You all do it You do it

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What’s Next? Break Collect a text that you are currently using with students and bring it with you to the next session Gather in the lunchroom11:00 (sit next to your grade level, curricular counterpart) Simulation and application of Think Aloud and Shared Reading approach

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Resources Information used from a presentation given by Kevin Perks (2008). Information and charts taken from Fisher/Frey (2008). Real Time Teaching, Journal of Adolescent and Adult Literacy (2009). You Can Read This Text, I’ll Show You How, International Reading Association (2008).